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Navigating Emotional Waters in Schools: Becoming an Emotionally Adaptable Leader

Year 2020, , 13 - 30, 31.12.2020
https://doi.org/10.25233/ijlel.799828

Abstract

Emotions impact leaders in multiple ways. The current pandemic has exacerbated the stress on all school personnel and the emotional impact can be powerful. While research has examined workplace related emotions for years, the growth of the concept of emotional intelligence spurred greater interest on the impact of emotions on employee and leader performance. But few studies have specifically considered the impact of emotions on leaders given the roles and duties they perform. Nor has research considered the kind of leadership approaches needed to navigate their emotionally-laden reality. This study examines the research on emotions, emotional intelligence, and the triggers in schools that spark emotional reactions. Then, following a discussion of leadership studies on emotional intelligence, transformational leadership, resiliency and related concepts, complexity leadership, crisis and cutback management, and several recent leadership approaches related to improving performance, a framework is offered for becoming an emotionally adaptable leader. The paper concludes with ideas for short-term coping and long-term thriving for emotionally adaptable leaders.

Supporting Institution

University of Kansas

References

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Year 2020, , 13 - 30, 31.12.2020
https://doi.org/10.25233/ijlel.799828

Abstract

References

  • Ashforth, B.E. & Humphrey,R.H. (1995). Emotion in the workplace: A reappraisal. Human Relations, 48(2), 97-125.
  • Ashkanasy, N.M. & Dorris, A.D. (2017). Emotions in the workplace. Annual Review of Organizational Psychology and Organizational Behavior, 4, 67-90.
  • Badarocco, J.L., Jr. (1997). Defining moments: When managers must choose between right and right. Boston, MA: Harvard Business School Press.
  • Banks, G.C., McCauley, K.D., Gardner, W.L. & Guler, C.E. (2016). A meta-analytic review of authentic and transformational leadership: A test for redundancy. The Leadership Quarterly, 27, 634-652.
  • Baron, L. (2016). Authentic leadership and mindfulness development through action learning. Journal of Management Psychology, 31(1), 296-311.
  • Baron, L., Rouleau, V., Gregoire, S. & Baron, C. (2017). Mindfulness and leadership flexibility. Journal of Management Development, 37(2), 165-177.
  • Basch, J. & Fischer, C.D. (2000). Affective events-emotions matrix: A classification of work events and associated emotions. In, N.M. Ashkanasy, Hartel, C.E.J., & Zerbe, W., 36-48. Westport, CT: Quorum Books.
  • Bass, B.M. (1985). Leadership and performance beyond expectations. New York, NY: Free Press.
  • Bass, B.M. & Riggio, R.E. (2006). Transformational Leadership, 2nd edition. Mahwah, NJ: Lawrence Erlbaum.
  • Behn, R.D. (1980). Leadership for cut-back management. The use of corporate strategy. Public Administration Review, 40, 613-620.
  • Bellet, C.S., De Neve, J-E, & Ward, G. (2020). Does employee happiness have an impact on productivity? The London School: Centre for Economic Performance. CEP Discussion Paper No. 1655.
  • Berkovich, I. & Eyal, O. (2015). Educational leaders and emotions: An international review of empirical evidence 1992-2012. Review of Educational Research, 85(1), 129-167.
  • Berry, B., Dickinson, T., Harrist, J., Pompey, K., Zheng, J., Irvin, M., Moon, A., & Hodges, T. (July, 2020). Teachers and teaching in the midst of a pandemic: Implications for South Carolina’s policy leaders. All4SC, College of Education, University of South Carolina, Columbia, SC.
  • Biller, R.P. (1980). Leadership tactics for retrenchment. Public Administration Review, 40, 605-609.
  • Bombyk, M.J. & Chernesky, R.H. (1985). Conventional cutback leadership and the quality of the workplace: Is beta better? Administration in Social Work, 9, 47-56.
  • Bonella, L., Carroll, D., Jobe, M., Kaff, M., Lane, J., Martinez, T., McKeeman, L., & Shuman, C. (2020). Access, engagement, and resilience during covid-19 remote learning. White Paper - Kansas State University, College of Education Research Group, Manhattan, KS.
  • Boyatzis, R.E. & Soler, C. (2012). Vision, leadership and emotional intelligence transforming family business. Journal of Family Business Management, 2(1), 23-30.
  • Britt, T.W. Shen, W., Sinclair, R.R., Grossman, M.R. & Klieger, D.M. (2016). How much do we really know about employee resilience? Industrial and Organizational Psychology, 9(2), 378-404.
  • Burns, J.M. (1978). Leadership. New York, NY: Harper and Row.
  • Carleton, E.L., Barling, J. & Trivisonno, M. (2018). Leaders’ trait mindfulness and transformational leadership: The mediating roles of leaders’ positive affect and leadership efficacy. Canadian Journal of Behavioural Science, 50(3), 185-194.
  • Caruso, D.R. & Salovey, P. (2004). The emotionally intelligent manager: How to develop and use the four key emotional skills of leadership. San Fancisco, CA: Jossey-Bass.
  • Cherulnik, P.D., Donley, K.A., Wiewel, T.S.R., & Miller, S.R. (2001). Charisma is contagious: The effect of leaders’ charisma on observers’ affect. Journal of Applied Social Psychology, 31(10), 2149-2159.
  • Clarke, N. (2013). Model of complexity leadership development. Human Resource Development International, 16(2), 135-150.
  • Coombs, W.T. (2007). Crisis management and communication. Gainesville, FL: Institute for Public Relations Essential Knowledge Project.
  • Cooper, R.K. & Sawaf, A. (1996). Executive EQ: Emotional intelligence in leadership & organization. New York: Grossett/Putnam.
  • Dane, E. (2011). Paying attention to mindfulness and its effects on task performance in the workplace. Journal of Management, 37(4), 997-1018.
  • Dashborough, M.T., Sinclair, M., Russell-Bennett, R., Tombs, A, (2008). Measuring emotion: Methodological issues and alternatives. In Research Companion to Emotion in Organizations, N.M. Ashkanasy, C.L. Cooper, Eds. 197-208. Cheltenham, UK: Edward Elgar Publisher, Ltd.
  • Duckworth, A. L., Peterson, C., Matthews, M.D. & Kelly, D.R. (2007). Journal of Personality and Social Psychology, 92(6), 1087-1101.
  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82, 405– 432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
  • Eckert, J. (2019). Collective leadership development: Emerging themes from urban, suburban, and rural high schools. Educational Administration Quarterly, 55(3), 477-509.
  • Edelman, P. & van Knippenberg, D. (2018). Emotional intelligence, management of subordinate’s emotions, and leadership effectiveness. Leadership and Organization Development Journal, 39(5), 592-607.
  • Educators for Excellence (2020). Voices from the virtual classroom: A survey of America’s teachers on covid-19-related education issues. https://e4e.org/sites/default/files/voices_from_the_virtual_classroom_2020.pdf.
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There are 113 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Review research
Authors

Rick Ginsberg 0000-0001-7109-0144

Publication Date December 31, 2020
Submission Date September 25, 2020
Published in Issue Year 2020

Cite

APA Ginsberg, R. (2020). Navigating Emotional Waters in Schools: Becoming an Emotionally Adaptable Leader. International Journal on Lifelong Education and Leadership, 6(2), 13-30. https://doi.org/10.25233/ijlel.799828